Monday, February 28, 2011

Monday, 28 February, 2011

Millions Projects are due; projects were shared.

The following assignment is due tomorrow:

Close Reading of Night
Chapters 1-3

There are many different issues to address when reading Night. The passages I have selected below are ones that address some of the most significant and recurring issues. First review the entire set of references. Choose five of the passages to write very detailed responses to. Create a journal entry or note on each of the passages.

Page 5
“What question and answer is one?”


Page 10
“The Eight Days of Passover.
            The weather was sublime.”

Irony. Are there other examples of irony in the text?

Page 12
“Most people thought that we would remain in the ghetto until the end of the war, until the arrival of the Red Army. Afterward everything would be as before. The ghetto was rules by neither German nor Jew; it was ruled by delusion.”

Could Ellie have had this point of view from the Ghetto?
Is being ruled by delusion always bad?

Page 20
“Oh God, Master of the Universe, in your infinite compassion, have mercy on us…”

Will this prayer be answered?


Page 24
Mr. Schachter cries out, “Look! Look at this fire! This terrible fire! Have mercy on me!” Ellie relates, “Some pressed against the bars to see. There was nothing. Only the darkness of night.”

How do you explain this episode?

Page 29
“The beloved objects that we had carried with us from place to place were now left behind in the wagon, and with them, finally our illusions.”

What objects in your life create illusions? Would delusions be a better word in the text of Night? What about for objects in your life? Objects that you see in other peoples’ lives?

Page 30
“’Shut up, you moron, or I’ll tear you to pieces! You should have hanged yourselves rather than come here. Didn’t you know what was in store for you here in Auschwitz? You didn’t know? In 1944?’”

Should they have known?

Page 31
In the cattle car, young men and fathers have an argument. To revolt, or not. The argument is won by saying, “We mustn’t give up hope, even now as the sword hangs over our heads, So taught our sages…..”

Do you agree that this was the argument to have? Is it better to die in a hopeless battle, or to maintain hope?


Page 32
A truck load of babies is dumped in a flames.

Ellie writes, “I did see this, with my own eyes … children thrown into the flames. (is it any wonder that ever since then, sleep tends to elude me?)

There are those today who deny that The Holocaust of WWII happened. Do you think the monstrosity of the events makes it easier, or harder to deny the truth?

Page 33
“I don’t know whether, during the history of the Jewish people, men have ever before recited Kaddish for themselves.

Ellie writes, “For the first time, I felt anger rising within me. Why should I sanctify His name? The Almighty, the eternal and terrible Master of the Universe, chose to be silent. What was there to thank Him for?

What would you say to Ellie? Is what you would say were you standing next to him in 1943 be different from what you would say to him were you to meet him today?

Page 34
“Never shall I forget.”

Consider this passage in the center of the page.

Page 42
“I became A-7713.”

What is the importance of a name? What is the significance of making a person a number?

Page 45
“Akiba Drumer said:
            ‘God is testing us. He wants to see whether we are capable of overcoming our base instincts, of killing the Satan within ourselves. We have no right to despair. And if HE punishes us mercilessly, it is a sig that He loves us that much more…”

Page 46
“How we would have liked to believe that. We pretended, for what if one of us still did believe?”

Is this kind of belief a delusion, or a source of power?

Page 46
“On the way, we saw some young German girls. The guards began to tease them. The girls giggled. They allowed themselves to be kissed and tickled, bursting with laughter. They all were laughing, joking, and passing love notes to one another. At least, during all that time, we endured neither shouting nor blows.”

Are bystanders evil? Guilty? Can the girls be held libel for being girls?



Consider the passages that I have asked you to pay special attention to above. Now read, or review Chapter 4 (pages 47-65). Which passages seem most important to you in this section. Copy the passage down; write a question or prompt that you think is important to consider in conjunction with the passage. You should have at least two passages.

Friday , 25 February, 2011


Poems were turned in and shared in class. Before sharing the poems students did a self evaluation of the poem that included:

Iindicate using a key passages of 1) Vivid Language 2) Use of metaphor 3) Passages with emotional content (describe the intended mood / tone) 4) Indicate other areas of strength e.g. if you wrote to have rhyme, rhythm, interesting sounds, etc.

Below is an example.

Tuesday, February 22, 2011

Wednesday Thursday, 22-23 February

Reminder: Poem inspired by "The Things They Carried" is due on Friday.
"Millions Project" is due on Monday.

The following assignment is due next Tuesday.


Close Reading of Night
Chapters 1-3

There are many different issues to address when reading Night. The passages I have selected below are ones that address some of the most significant and recurring issues. First review the entire set of references. Choose five of the passages to write very detailed responses to. Create a journal entry or note on each of the passages.

Page 5
“What question and answer is one?”


Page 10
“The Eight Days of Passover.
            The weather was sublime.”

Irony. Are there other examples of irony in the text?

Page 12
“Most people thought that we would remain in the ghetto until the end of the war, until the arrival of the Red Army. Afterward everything would be as before. The ghetto was rules by neither German nor Jew; it was ruled by delusion.”

Could Ellie have had this point of view from the Ghetto?
Is being ruled by delusion always bad?

Page 20
“Oh God, Master of the Universe, in your infinite compassion, have mercy on us…”

Will this prayer be answered?


Page 24
Mr. Schachter cries out, “Look! Look at this fire! This terrible fire! Have mercy on me!” Ellie relates, “Some pressed against the bars to see. There was nothing. Only the darkness of night.”

How do you explain this episode?

Page 29
“The beloved objects that we had carried with us from place to place were now left behind in the wagon, and with them, finally our illusions.”

What objects in your life create illusions? Would delusions be a better word in the text of Night? What about for objects in your life? Objects that you see in other peoples’ lives?

Page 30
“’Shut up, you moron, or I’ll tear you to pieces! You should have hanged yourselves rather than come here. Didn’t you know what was in store for you here in Auschwitz? You didn’t know? In 1944?’”

Should they have known?

Page 31
In the cattle car, young men and fathers have an argument. To revolt, or not. The argument is won by saying, “We mustn’t give up hope, even now as the sword hangs over our heads, So taught our sages…..”

Do you agree that this was the argument to have? Is it better to die in a hopeless battle, or to maintain hope?


Page 32
A truck load of babies is dumped in a flames.

Ellie writes, “I did see this, with my own eyes … children thrown into the flames. (is it any wonder that ever since then, sleep tends to elude me?)

There are those today who deny that The Holocaust of WWII happened. Do you think the monstrosity of the events makes it easier, or harder to deny the truth?

Page 33
“I don’t know whether, during the history of the Jewish people, men have ever before recited Kaddish for themselves.

Ellie writes, “For the first time, I felt anger rising within me. Why should I sanctify His name? The Almighty, the eternal and terrible Master of the Universe, chose to be silent. What was there to thank Him for?

What would you say to Ellie? Is what you would say were you standing next to him in 1943 be different from what you would say to him were you to meet him today?

Page 34
“Never shall I forget.”

Consider this passage in the center of the page.

Page 42
“I became A-7713.”

What is the importance of a name? What is the significance of making a person a number?

Page 45
“Akiba Drumer said:
            ‘God is testing us. He wants to see whether we are capable of overcoming our base instincts, of killing the Satan within ourselves. We have no right to despair. And if HE punishes us mercilessly, it is a sig that He loves us that much more…”

Page 46
“How we would have liked to believe that. We pretended, for what if one of us still did believe?”

Is this kind of belief a delusion, or a source of power?

Page 46
“On the way, we saw some young German girls. The guards began to tease them. The girls giggled. They allowed themselves to be kissed and tickled, bursting with laughter. They all were laughing, joking, and passing love notes to one another. At least, during all that time, we endured neither shouting nor blows.”

Are bystanders evil? Guilty? Can the girls be held libel for being girls?



Consider the passages that I have asked you to pay special attention to above. Now read, or review Chapter 4 (pages 47-65). Which passages seem most important to you in this section. Copy the passage down; write a question or prompt that you think is important to consider in conjunction with the passage. You should have at least two passages.

Tuesday, 22 February

In class today we briefly discussed how the story "The Things They Carried" connects with our study of Night.

Students received the following assignment which is due on Friday.


There is another homework assignment that is due on Monday. This assignment is called "The Millions Project."

What is a million? A million is a huge number. It is hard to imagine the enormity of the Armenian Genocide or The Holocaust because it is hard for us to conceptualize the number one million. 11-12 Million humans were murdered / exterminated / killed by the Nazi's. Six million were Jewish people; six million were Romani, homosexuals, Chatholics, unionists, and people with disabilities.

What can you make to help others understand what a million is? Bring your project to class on Monday.

Friday, 18 February

In class we viewed material on the website http://www.teachgenocide.org.

It is important to note, that this site is published by a group that has a strong point of view. As you review the site, which contains disturbing information and images (be careful of yourself and especially younger siblings), look for evidence of this point of view. Recognize, too, that this point of view exists in the context of other individuals and groups claiming the events did not occur.

As you examine the website, consider our essential questions.

Wednesday-Thurrsday, 16-17 February

Students completed reading "The Things They Carried."

Key points covered include:


Relating the story to the Night Unit Essential questions (in this packet and on the white board under a magnet). Students choose one question and wrote about the connections they made with the story.

The timeline for reading Night, currently doesn't make sense. You may pause you reading where you are, or continue. If you continue, remember to complete journal entries.

Tuesday, February 15, 2011

Monday-Tuesday, 14-15 February

In class we reviewed the due dates for "chapters" in Night, and the requirements for journal entries during the reading. Note: the page numbers on the handout should be updated for the edition of Night currently being used:

For 2/15 through page 46
For 2/16-17 through page 65
For 2/18 through page 84
For 2/22 through page 103
For 2/23-24 through page 115 (the end)

In class we have been reading the story "The Things They Carried" by Tim O'Brien. We have been discussing the tangible and intangible things the characters bore.



Thursday, February 10, 2011

Friday, 10 February

After some review of recent activities, Guest Teacher Mr. Reinholt took students to the library to check out Night.

Then students reviewed the following handout. Time left at the end of class was used to begin journaling and reading Night.

Tuesday, February 8, 2011

Wednesday/ Thursday 9/10 February

In class today Guest Teacher Mr. Reinholt led an activity around the following questions:


Night: Write Around the Block #1


Theme: Religion                                    1/6
Give examples of religion as a beneficial aspect of society.
Then give examples of some horror it has caused.

Theme: Hate                                    2/6
Do all people hate?
Is hating part of being human?
What other emotion is hate most like?

Theme: Social Injustices                                    3/6
If Congress considered passing a law so that all people must carry identification with them when traveling between states to help police detect illegal aliens, would you support this idea? Why?

Theme: Social Injustices                                    4/6
At what point is violence justified to remedy social injustice?

Theme: Quest for Freedom                                    5/6
Fundamentally what are rights?
How are they established?
To what degree are they absolute?
Are there any rights that apply to all people?
Are there any that should, but don’t?

Theme: Power of the Human Spirit                                    6/6
What motivates people to keep living when in dire straits?

Tuesday, 8 February

As an introduction to the unit on Night, students wrote responses to the following words (responses included initial reactions, questions, and connotations.

family
faith
Romani
gypsy
Transylvania
Jewish
The Holocaust
memory

HOMEWORK:
Create a chart that shows:
What you know about The Holocaust
What you wonder about The Holocaust
What you want to learn about The Holocaust.

Monday, 7 February

In class we shared Memoirs in small and large groups.

Friday, February 4, 2011

Tuesday-Friday February 1-5.

This week we studied style and theme in Throne of Blood.

Students wrote an essay comparing Kurosowa's vision with their reading of Shakespeare's text for Macbeth.

Students compared their Macbeth essay with their Lord of the Flies essay (and memoir) if available to write a self-evaluation.

2nd Semester

This semester we will have three major units. The first will be based on the memoir Night, by Nobel Prize winner Ellie Wiesel. The second major unit will be based on the contemporary memoir by Maxine Hong Kingston The Woman Warrior.

The third unit will be based on independent reading and research from a list of world authors.